Socializing
Lifelong process, learn knowledge, skills, attitudes to prosper in culture, process through which identity is developed, is they key to development if an individual and necessary to the continuation of society and affects every aise thé of our lives
sociological perspective
Learn rules, attitudes, behaviours considered acceptable
Psychological perspective
Development of human personality and acquisition of personal characteristics (uniqueness)
Anthropological perspective ie marriage, family, household
Means through which permanent human societies are produced,
Primary Socialization
Early childhood, learn to use language, eat, hygiene, emotions, understand gender roles, learn basics of primary norms/values of society
Secondary socialization
Adapt to environment, occurs after childhood, learn to function in groups, expectations, workplace, parents, friends
Anticipatory socialization
Ability to think ahead and act accordingly
Resocialization
Deliberate attempt by society to replace aspects of an Individuals socialization with new learnings
Agents of Socialization
Refer to different veichles that contribute socialization, do not always give the same messages, provide conflicting information at times
Six agents of socialization
Family, mass media, peers, religion, school, work place
Beginnings of written language
Earliest evidence appears to be approx. 5000 years old
Pictography
First stage, series of drawings placed side by side to form sentences, ie hieroglyphs
Ideography
A abstract ideas could not be portrayed by pictures, symbols were introduced
Phonography
Symbols linking to the sound of the word, some symbol used to represent same sound in different words this was a major breakthrough
Non verbal communication
Vsisible signs of something invisible, culturally determined
Body language
Learned behaviour, influenced by culture, most commonly used forms are eye contact, tone of voice, gestures, posture, facial expression etc. I
Proximity
Represents the distance between people who are communicating, concept of personal space, culturally determined
Sign Language
Usually involves use of hands, deaf people convey words and letters using hand motion/gestures
Verbal communication
Written words, clear, concise
Oral
Speaking, listening, not listening equals a lack of communication
Written
Not as immediate or sensory rich as oral
Barriers in communication
An obstacle that keeps a message from getting through as needed
The five barriers if communication
Lack of common vocabulary, unnecessary words, jargon. Emotionalism, fear
Issues in communication
Something wrong with one of the components of communication, sender or receiver issues
Barriers by senders
Wrong level of language, disorganized thoughts, message too long or short, wrong mediums, incorrect information
Barrier by the receiver
Lack of concentration, lack of understanding
Anthropological Perspective
Linguistic anthropology, brain size increases, become organized in way allowing abstract throughts, exchange of information, the Broca’s area controls speech and is found in ancestors 1.8 million years ago, less reliance on body lab gauge and reduces pote into on for misunderstanding
Language
A sophisticated communication system that includes a vocabulary of lexicon as well as a set if rules of grammar outlining its proper use
Linguistics
Scientific study if language and its structure
Body language
Means of communicating information or attitudes in a non verbal manner
Open
Can evolve and résultats in new terms, creates problems in other languages, website, e commerce
Discrete
Distinct messages that do not blend with other messages, ie
3 months - 1 year
Babbling, series of meainingless sounds, imitate, sounds, pitches and tones
1-3 years
Learn complicated structure, speak 2-3 words sentences, increases, ideographic sentiment p
5 years
Acquired basic rules of the language, but lack complete vocabulary and ability to apply grounded rules
Learning Theory
Acquired through conditioning process children experience as they grow up, reward vs punishment, rewarded w positive reinforcement when speaking , more the parent speaks the more easy is it for child to pick up language
Innate Acquisition Theory (Chomsky)
Chi Doreen are born with innate or natural ability de to acquire language and that the ability to use and comprehend language develops with age, brain has neural system called language acquisition, Anatomically prepared for speech at birth through environment, understand structure, idea of universal grammar ie nouns, verbs
Sociological
Study body language as means of communication, examine tools of communication, verbal (face to face, TV, film), written (text,email,other form of written message), explore new tools, means of communication, affect and influence ways we communicate, explore limitations in means of communication, hindrances to com, how it can affect our development as a society, how advancements in the means of communication have changed society
Only Child
Centre of attention, rival of parent, overprotected, spoiled, like adult attention, difficulty w sharing, uses adult language
Oldest child
Learn to share, expectations are high, meant to set an example, authoritarian, helpful, turn to father
Second child
Always someone else slightly ahead, competitive, rebellious, rivalry, squeezed out of significance, tempered, take it or leave it, fighter if injustice, lack of belonging
Youngest child
Many mothers and father, never dethroned, typically wants to be bigger , huge plans that never work out, stays baby, spoiled
Twins
One usually stronger more active, one is older and has more responsibility, struggle with identity, comparison, conditioned to be the same
Ghost child
Rainbow, born after death of another child, overprotected, exploited, rebel
Adopted child ,
Spoiled, low expectations and responsibility treated differently to compensate for loss of biological parents
Only boy
Prove masculinity
Only girl
Protected, more stereotypically feminine or masculine
All boys
One takes on more feminine gender roles
All girls
One takes in more masculine gender roles
Nature
Refers to traits, capacities, and limitation that each person inherits genetically from his or her parents at the movement or conception includes eye colour, athletic ability, diseases, memory, body type
Nurture
Refers to all of the environmental influences that come into play after conception, beginning with the mothers health during pregnancy and running all through one’s experience with growth, development, and life in the outside world, can include experience of family, culture, school, community
Inherited aspects
We inherit 23 chromosomes from fathers sperm, and 23 from mothers ovum, 46 chromosomes line up and make 23 matching pairs, contain 100s of genes, each possess a piece of information that guides us from embryo to maturity
Environmental Factors impacting fetus
Nutrition, emotional state of mother, disease, drugs and alcohol
Nutrition
Malnutrition = smaller birth widget, susceptible to disease, cognitive development
Emotional state if mother
Stress, anxiety leads to poor sleep and eating habits
Disease
Can leads to defects
Drugs and alcohol
Leads to mental retardation, addiction in child
Environmental in child development
Secure attachment, parenting styles
Secure attachment
Better social and emotional development, impacted by culture as well
Authoritarian
Strict, demand rigid obedience
Permissive
Lax, inconsistent direction, demain little
Authoritative
Firm but set realistic goals
Sex
Biologically based categories of make and female
Gender
Culturally constructed distinctions between masculinity and feminist (perception)
Gender Roles
Expectations about what is appropriate for each sex
Gender stereotypes
Widely held beliefs about males and females abilities, personality traits, and behaviour
Sexual orientation
Persons preference for emotional and sexual relationships with individuals of the same, other p, or either sex, biologically determined
Gender expression
How you communicate that outlook , don’t have to agree, is a spectrum, some can be outside of gender binary
Gender Dysphoria
Discrepancy between an individuals experienced gender and the gender others would attribute to them, based on their biological sex
Shaping of gender
Can be shared by cu’tire, biological factors
Judith Butler
Gender is role we okay, choose to confirm, resist, set rules through media, can choose to conform or actively resist, rules set through media
Jean Piaget - Cognitive Development theory
Widely accepted, sense of self emerges as we master each stage, babies came into the world incapable of surviving in their own, acquire ability to survive independently by adapting to new situations as they grow and develop, as they adapt, must organize their learning in way that makes sense to them, limited by natural development of human brain in early years
Stage 1 : Sensorimotor
Birth - 2yrs old, learn by touching, egocentric, do not understand world existing in perspective other than our own
Stage 2 : Pre-operational
2-7 years, develops language, use of symbols, memory, imagination, cannot appreciate that other child may be right and they may be wrong
Stage 3 : Concrete Operational
7-11 yrs, have logic, understand set of objects have same quantity when arranged in different patterns, principles of measurement and size, 2 vessels of different shape may hold same amount of liquid
Stage 4 : Formal Operational
11+ years, can think abstractly and reason theoretically, refer to things on right or left side, develop ability to logically link symbols to abstract idea, become egocentric again early in the period, can see their fault and others validity
Charles Horton Cooley (1864-1929), George Herbert Mead
Notion of self did not exist at birth, was not part of body and not controlled by biological drives, sled development is based on how we think others see us, Colley believed the individual is just as capable of shaking society as society is shaping the individual
Primary Group (Cooley Mead)
Set of people with whom an individual has strong emotional and personal connections, believed constant interaction w primary group crucial for developing social identity, individual becomes a reflection and representative for primary group
The looking glass self
Way in which individuals sense of self is mirrored and reflected by others, three main concepts, we envision how we appear to other people, we envision the judgement of that appearance, our sense of self develops through this interaction
Meads I and Me
Looking glass self was way of explaining how individuals see themselves through eyes of those they interact with but took notion one step further, claimed that depending on circumstances individual assumes a variety of different social rules and learn early which mask to wear, there are two parts of self, subjective I initiates social actions such as conversations, me is when we play the role if other person, me sled forms impressions about the I self based in the responses of other people, and therefore childrens social experience was vital to their development of the me self
Erik Erikson (1902-1994) - psychosocial development theory
Influenced by Freud, believed that humans continue to develop over time, believed in eight chronological stages, subject face a conflict between person wants and societal expectations and must work through solution, the self emerges as we successfully resolve all eight conflict s, adolescents expérience identity crisis, expressed differently based in society and time period, feel extremely self conscious, and involved in conflicts, if successful will regard life with pleasure, critics say it was too rigid
Stage 1 : trust vs Mistrust (EE)
Birth-1yr developed when physical or psychological needs such as hunger and comfort are met, a lack can cause frustration and withdrawal
Stage 2: Autonomy vs Shame and Doubt EE
2-3 yrs, supportive environment fosters autonomy through encouragement of indépendance and clear discipline, lack such as criticism and overprotective discipline can cause loss of trust, shame and doubt about indépendance
Stage 3: Initiative vs Guilt EE
3-5 yrs, initiative increases w sense of responsibility through parental pride and confidence lack can cause anxiety about initiating tasks, guilt
Stage 4: Industry vs Inferiority EE
6yrs-puberty, interests develop in knowledge, awareness that they are productive human beings develops through guidance and praise of academic and social development, unsuccessful learning experiences can lead to sense of inferiority and worthlessness if expectations for success in school are too high or low
Stage 5: Identity vs Role EE
Teens-20s, Increased concern for way others see them, exploring who am I, achieves via strong role models inability to settle in an identity, occurs of lack of role models and or social demand causing inner turmoil
Stage 6: Intimacy vs Isolation EE
20s- early 40s, well formed identity enables the ability to form close relationships/friendships and healthy identity, social isolation can cause unformed identity, limits experiences that could harm ego, fear of being hurt
Stage 7: Generativity vs Stagnation EE
Middle aged, to guide next generation through making good personal decisions, success, enjoyment of work, concern for the growth of others, stagnation develops out of a sense if lack of purpose, lack of concern for others, self centred, despairing
Stage 8: Integrity vs Despair EE
Late adulthood-late 60s onward, re examination of life, integrity is achieved if previous stages developed well, fear of death or dépendance on others can lead to despair
Missy Bingham and Sandy Stryker, Theory if Social Emotional Development for Girls
Believed Eriksons model didn’t take into account gender differences, in 1995 developed five stage model, on idea that development is influenced by society as well, and that a girls financial indépendance is key to developing autonomy
Stage 1: Devoloping the Hardy Personality Bingham and Stryker
Birth-8yrs, feels in control of own life, committed to specific activities, looks forward to challenges, opportunities for growth
Stage 2: forming an identity as an achiever Bingham and Stryker
9-12yrs, develops steady durable core of self as person capable of accomplishment in variety of areas
Stage 3: building skills for self esteem Bingham and Stryker
13-16yrs, feeling of being worthy, deserving, entitled to assert needs, wants, confidence, ability to cope with life
Stage 4: developing strategies for self sufficiency emotional and financial Bingham and Stryker
17-22yrs, sense of responsibility for taking care for one’s self and family sets in
Stage 5: finding satisfaction in work and love
Adulthood, finds contentedness in personal accomplishments, social and personal relations
Lawrence Kohlbergs six stages of moral development
Conducted research in boys 10,13 ans 16 of middle and lower income groups, developed three levels each with two stages, recorded the children responses to dilemma situations
Preconventional Morality
Décision relates to reward and punishment
Preconventional morality A
Obedience and punishment orientation, follow rules to avoid punishment
Preconventional Morality B
Individualism and exchange, follow rules for personal benefit and fulfillment of needs
Conventional Morality
Desire to please others